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Making Learner Connections in a MakerSpace

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Making Learner Connections in a MakerSpace

  1. 1. University ofGalway.ie Making Learning Connections in a MakerSpace Eileen Kennedy Library Digital Experience Developer
  2. 2. University ofGalway.ie • Physical space • Community • Tools and technologies What is a MakerSpace? “By providing the space and the means of making, libraries can spur learning, invention, creativity, and innovation” (Burke & Kroski, 2018, p. 2).
  3. 3. University ofGalway.ie Pedagogical Model
  4. 4. University ofGalway.ie Platform Model
  5. 5. University ofGalway.ie Hybrid Model
  6. 6. University ofGalway.ie Makerspace management styles (Barrett et al., 2015) Management Methods
  7. 7. University ofGalway.ie Manage 3D printing service Maintain and repair 3D printers Check in and out equipment Create a positive and welcoming atmosphere Learn from each other Make stuff Work on projects Student Volunteers
  8. 8. University ofGalway.ie Student Projects: Make Tobe Mobile Again
  9. 9. University ofGalway.ie Student Projects: 3D Printing for Accessibility
  10. 10. University ofGalway.ie Student Projects: Drone Photogrammetry
  11. 11. University ofGalway.ie Workshops Equipment • Regular library workshops on equipment use • Entry level • Students & staff • Outreach lectures around specific themes (VR, video production, 3D design) or general intro • Guest lectures & workshops • Audio & Video • Computing • Digital Art • Drones • Virtual Reality • Laser Cutter • Vinyl Cutter • 3D Printers • 3D Scanner
  12. 12. University ofGalway.ie Build a modular gaming controller with Byowave
  13. 13. University ofGalway.ie Ultimate Pumpkin Carving Design a 3D Printable Cookie Cutter
  14. 14. University ofGalway.ie • Not (necessarily) a case of build it and they will come • Equipment and workshops can initially attract users • Projects encourage development of community of practice • Students want to be involved, need guidance/training and trust • Library investments in space, money, and personnel are keys to success Takeaways
  15. 15. University ofGalway.ie University ofGalway.ie Thank you! eileen.kennedy@universityofgalway.ie @eileenMaKe @GalwayMakers Barrett, T. W., Pizzico, M. C., Levy, B., Nagel, R. L., Linsey, J. S., Talley, K. G., Forest, C. R., & Newstetter, W. C. (2015). A review of university maker spaces. ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE(122nd ASEE Annual Conference and Exposition: Making Value for Society). https://doi.org/10.18260/p.23442 Brooks, D. C. (2018, August 8). The Campus of the Future. Educase Review. https://er.educause.edu/blogs/2018/8/the-campus-of-the-future Burke, J. J., & Kroski, E. (2018). Makerspaces: A Practical Guide for Librarians (2nd ed., Vol. 38). Rowman & Littlefield Publishers. https://ebookcentral.proquest.com/lib/nuig/reader.action?docID=5178660&ppg=1 Fourie, I., & Meyer, A. (2015). What to make of makerspaces: Tools and DIY only or is there an interconnected information resources space? Library Hi Tech, 33(4), 519–525. https://doi.org/10.1108/LHT-09-2015-0092 Mestre, J. (2020). The troubling trend of academic makerspaces. Public Services Quarterly, 16(4), 273–279. https://doi.org/10.1080/15228959.2020.1819937 Zhan, Q., Chen, X., & Retnawati, E. (2022). Exploring a construct model for university makerspaces beyond curriculum. Education and Information Technologies, 27(3), 3467– 3493. https://doi.org/10.1007/s10639-021-10761-3

Notes de l'éditeur

  • Physical space: there is a physical location which individuals visit to collaborate in person.
    Community: the existence of the physical space, leads to the development of a community around the space and the development of a culture of making. However it isn’t necessarily a ‘build it and they will come scenario.’ The space is maintained and progressed by the community itself but must be championed and guided.
    Tools and technologies: tools to which users would otherwise not have access are made freely available, or available for a small fee.

    The structure of many makerspaces follows an approach similar to the “platform” business model. Tools are laid out by the library, training is provided, and technology is accessible for students to come in and use as they please (Mattern, 2014). There is a concern that such a model of operation within the academic library risks reducing library staff to technicians and takes valuable time away from more traditional tasks. Such a risk is mitigated by the existence of specific staff whose roles are dedicated to the space and who can help to nurture a community of practice.

    From Makerspaces: A Practical Guide for Librarians “…a space that is dedicated to both the tools for making and the discovery of talents for creativity and design, where people can make digital or physical items using tools and equipment that they do not own and where they can receive guidance on using them…By providing the space and the means of making, libraries can spur learning, invention, creativity, and innovation” (Burke & Kroski, 2018, p. 2).

  • User base is attends workshops and supervised while using tools, services are provided by staff members. Heavy demand on staff time in developing teaching resources and delivering services.
  • User base is connected through a space facilitator so they can teach each other essential skills and use tools. Disadvantage: library staff primarily become technicians, servicing tools. In a student environment learning can be limited to students of certain disciplines who already have basic knowledge, limited opportunity for interdisciplinary interactions.
  • User base is connected based on advanced or specific needs, there is limited supervision while using tools, services are provided by users and staff, workshops provide opportunities for students from multiple disciplines to learn basics of tools and join user base eventually becoming workshop facilitators or service providers themselves. Still a demand on staff time but not as heavy.

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